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THE CEF AND THE SECONDARY SCHOOL

SYLLABUS

Seda AKPINAR

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How to use the CEF in the actual classroom ?

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Integration of the CEF

Foundation of lectures is grammatical.

Aims of the CEF (communicative competence, strategies, discourse recognition etc.)

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Strengths and the weaknesses of using the CEF

Focus on situational

language skills and strategies langugage learner self assessment

and autonomy speaking skills

However, it does not measure

grammar-based progression

is not suited to all learners does not have

comprehensive self- assessment desciptors

does not cover some functional areas

is not fully understood

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Advantages of using the CEF in the school classroom

1) Focus on situational language It is not based on real world situation and

about what you do with the language

"making simple purchases” A1"using public transportation” A2

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Advantages of using the CEF in the school classroom

2)Focus on skills and strategies The CEF has references to text types (messages, advertisement etc.)

e.g.: "I can catch the main points in a short, clear simple messages” A2

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Advantages of using the CEF in the school classroom

3) Focus on language learnerExpectations are in line with different levels of competences  

See examples

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Advantages of using the CEF in the school classroom

"to understand when someone speaks slowly to me” A1

"to understand what is said clearly, slowly, and directly to me in simple everyday conversation“ A2

"be able to follow clearly articulated speech directed at me in everyday conversation” B1

“to understand in detail what is said to me in standard spoken language, even in noisy environment.”        B2                      

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Ability to understand

what is said

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Advantages of using the CEF in the school classroom

4) Self assessment and autonomy Portfolio self-assessment checklist

Emphasis on study skills and overall educational competences

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5) Focus on speaking skills

The emphasis on speaking and listening not on reading and writing.

External exams (like Cambridge ESOL) focuses on oral performance.

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Some challenges

1)No measure of grammar-based progression

More guidance in relation to basic grammar areas is needed.

e.g.: The future is only indirectly referred as “make arrangements to meet” in A2.

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Some challenges

2)Not necessarily suited to school-based learners

The people in a classroom usually are at the same the same level of competence.

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Some challenges

3) Self- assessment descriptors are not comprehensive.

A competence in one skill is not reflected in other areas.

See examples

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Some challenges

A1-Listening: “I can understand simple directions how to get from X to Y”

However, spoken counterpart of the skill is in A2

!!!But you need to be able to ask for directions orally in order to be given them.

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Some challenges

4) Some functional areas are not covered.Students may tick off other

descriptors that are covered in the course but which are not present on the list.

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5) The CEF is not fully understood. Many teachers are not aware of the CEF.

Even some of them, consider it a European conspiracy to interfere with their teaching.

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Conclusion

We should try to create a syllabus which links the CEF with traditional expectations. To achieve this goal, we should be aware of the strong and weak points of the CEF.

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References

Morrow, K. (2005). Insights into the Common European Framework. Oxford University Press.

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